©2006 landmark college from surviving to thriving: supporting students with adhd in the classroom ...
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©2006 Landmark College
From Surviving to Thriving:Supporting Students with ADHD in
the Classroom
Linda HeckerLandmark Institute for Research
and TrainingRenton Technical College
September, 2007
©2006 Landmark College
Goals
Learn How ADHD affects academic performance How routines and structure support
students Strategies to enhance student motivation How to vary classroom practices to
maintain student engagement The importance of reflection and
metacognition in building student resilience
©2006 Landmark College
Brown’s Model of Executive Function
Executive Functions(work in various combinations)
Organizing,
prioritizing,
&
activating
to work
Focusing,
sustaining, &
shifting
attention
to task
Regulating
alertness,
sustaining
effort, &
processing
speed
Managing
Frustration &
modulating
emotions
Utilizing
working
memory &
accessing
recall
Monitoring &
self-
regulating
action
1. Activation 2. Focus 3. Effort 4. Emotion 5. Memory 6. Action
Brown, T. E. (2001) Manual for Attention Deficit Disorder Scales for Children and Adolescents
©2006 Landmark College
Activator
Turn to the person next to you Discuss how you think each of the 6
Executive Function areas impacts student behavior and performance in the classroom
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Activation
Poor organizational skills result in– Inability to organize and store notes and
handouts – Lost papers, assignments, textbooks,
notebooks, etc.
Difficulty prioritizing and activating– Difficulty managing assignments, papers, and
projects– Difficulty deciding which tasks are more
important– Difficulty starting and finishing assignments
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Focus
Difficulty sustaining attention results in:– Papers and projects that have inconsistent
quality due to inconsistent focus– Distractions that pull attention away from
learning– Gaps in learning due to inconsistent attention to
readings, lectures, assignments
Difficulty shifting attention results in:– Inconsistent performance from course to course– Inconsistent quality within assignments that
require multiple steps to complete
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Effort
Difficulty sustaining effort and alertness results in:– Incomplete assignments– Poor study habits– Frequent drowsiness when not engaged– Poor sleep hygiene, even for college students– Apparent lack of motivation
Slow Processing results in:– Excessive time to complete tasks– Poor written output
©2006 Landmark College
Managing Emotions
Low threshold for frustration results in– Irritability– Angry outbursts– Inability to accept another’s point of view– Constant arguing
Difficulty regulating emotions results in– Insensitivity to others– Disproportionate emotional response to the
comments or actions of others– Moodiness
©2006 Landmark College
Working Memory
Chronic difficulty holding and processing current information results in– Difficulty holding onto relevant thoughts in
order to express them in discussions– Interrupting others due to fear of losing a
thought– Difficulty recalling information in test situations– Reading comprehension gaps– Difficulty with writing tasks
©2006 Landmark College
Self-Regulation
Impaired ability to self-regulate results in– Inappropriate comments in social situations– Inability to monitor how others perceive them– Difficulty slowing down– Difficulty following directions– Impulsive acts
Universal Design for Instruction (UDI)
“…an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities. The nine Principles of UDI provide a framework for college faculty to use when designing or revising instruction to be responsive to diverse student learners and to minimize the need for ‘special’ accommodations and retrofitted changes to the learning environment.”
Scott, McGuire, & Embry, 2002 (Retrieved on March 12, 2007, from http://www.facultyware.uconn.edu/udi_factsheet.cfm)
©2006 Landmark College
Principles of UDI
Equitable use Flexibility in use Simple and intuitive Perceptible information Tolerance for error Low physical effort Size and space for
approach and use A community of
learners Instructional climate Shaw, Scott, & McGuire, 2001 (Retrieved on March 12, 2007,
from http://www.facultyware.uconn.edu/UDI_examples.htm)
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Create Course Structure
Teach and model planning systems– Daily planner for tracking assignments– Computer based planners
Outlook/Groupwise PDAs Inspiration Software
– Spend 5-10 minutes per day at the beginning of the course to record, track, and prioritize assignments
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Create Course Structure (2)
Use Agendas– Daily– Weekly alternative
Break long assignments into component parts with graded due dates for each part
Review progress frequently and make adjustments to strategies that don’t work
Use assessment rubrics to clarify what is expected
©2006 Landmark College
Set Clear Expectations
Start with a clear syllabus
Use rubrics for assessing student projects
Set a policy on work deadlines
Provide frequent and timely feedback on student assignments, projects, exams
Use coaching techniques to support planning and goal setting
©2006 Landmark College
Create a Positive Learning Environment
Establish a classroom culture of mutual respect– Explain how course design reflects your values– Adopt a neutral, non-judgmental approach to
interacting with students– Coach students to find their own rewards and
reflect on what motivates them– Approach failure as an opportunity for learning
©2006 Landmark College
Positive Learning Environment (2)
Success breeds success– Create assignments that allow students to
achieve some immediate goals– Vary the complexity and types of assignments
to accommodate multiple learning styles
Use a variety of assessment formats to measure progress
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Strive for Active Engagement
Cooperative learning results in– Active engagement with other learners
– Deep processing of information Supports long term memory encoding
– Individual and group accountability
– Targeted social skills practice
– Student reflection
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COVER: to enhance engagement
Connect– Use mnemonics to learn arbitrary information– Example: HOMES for the Great Lakes; COVER
Organize– Provide ways to organize and categorize
information– Example: Graphic organizers
Visualize– Use graphs, diagrams, pictures, concept maps– Brains think in pictures more easily than words
©2006 Landmark College
Partial Graphic Organizer
GestaltPsychologyLaws:
______ Similarity ______ Pragnanz
Definition: People tend to perceive as a unit those things that are close together in space.
________________________________________________
People tend to fill in missing pieces to form a complete picture.
____________________________________________________
Example: ________________________________________________________
A person sees the word Texas in a stadium because some fans wear orange shirts, while others wear white shirts.
____________________________________________________________
Mary falsely remembers that a shape she saw was round when it actually was oval.
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COVER (2)
Elaborate– Provide opportunities to use information and
relate it to new ideas– Examples: discussions, visual mapping
Rehearse– Provide opportunities for
practice and repetition to support encoding of new knowledge in long term memory
– Teach and model test preparation strategies
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Use Multisensory Instruction
Visual, Auditory, Tactile, Kinesthetic– Promotes more activity and engagement
through the use of multiple senses– Include a visual component with lecture – Promote innovative note taking through student
collaboration and modeling
Provide multiple learning activities that engage students actively– Discussions, varied questioning, graphic
organizers, manipulatives
©2006 Landmark College
Build in Opportunities for Reflection in Course Curriculum
Use rubrics to allow students to measure their work against clearly stated expectations
Plan activities within course units to allow students to reflect on their expectations and performance of unit assignments
Model reflection through oral evaluation of course lessons and activities
©2006 Landmark College
Best Practices for Supporting Students with ADHD in the Classroom
Understand the ways that ADHD affects learning
Create structure through routines Create a positive learning environment to
enhance student motivation Vary classroom activities to promote active
student engagement with course material Build reflection activities into course units
to encourage self-awareness and self-regulation
©2006 Landmark College
References Barkley, R. (1998). Attention-Deficit Hyperactivity Disorder: A handbook for diagnosis
and treatment, 2nd. edition. New York, Guilford Press.
Brown, T. E. (2005). Attention Deficit Disorder: The unfocused mind in children and adults. Yale University Press.
Burns, et al (2007). Teaching and Learning with the Net Generation. Innovate on line http://www.innovateonline.info/print.php?id=382&view=html
Feden, P.D. and Vogel, M.R. (2003). Methods of teaching: applying cognitive science to promote student learning. New York, McGraw Hill.
Hinckley, J & Alden, P. (2005). Women with attentional issues: success in college learning. Journal of Developmental Education, Vol. 29, Issue 1. 10-17.
Hinckley, J. (2007) Best practices for teaching students with ADHD in the community college. Putney: Landmark College for Research and Training online module, in progress.
Johnson, R.T. and Johnson, D.W. An overview of cooperative learning. In J.S. Thousand, R.A. Villa, and A.I. Nevin (Eds.) Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 31-44) Baltimore, MD: Brookes Publishing.
©2006 Landmark College
References Meltzer, Lynne (2007). Executive function in education from theory to practice. New
York, Guilford Press.
Quinn, P.O., Ratey, N., Maitland, T.L. (2000) Coaching college students with ADHD: issues and answers. Silver Spring, MD, Advantage Books.
Rose, D, et al (2006). Universal Design for learning in postsecondary education: reflections on principles and their application. Journal of Postsecondary Eduction and Disability. Vol. 19, No.2 Fall 2006.
Svinicki, M. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA, Anker Publishing.
Van Zile-Tamsen, Carol (1997). Examining metacognitive self-regulation within the context of academic tasks. ERIC reports. U.S. Department of Education. ED 416739.
Vohs, K.D. and Baumeister, R.F. (2004). Understanding self-regulation. In Vohs, K.D. and Baumeister, R.F., eds. Handbook of self-regulation: research, theory, and applications, New York: Guilford Press.
Zimmerman, B.J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25, 82-91.